CONTEXTThe project idea was a natural initiative which stemmed from the needs identified at first by the coordinating school and then subjected to discussion with the other partner schools. The analysis showed that most students were not properly equiped to launch and promote their trades in the virtual space, which often resulted in their inability to reach the target audience they needed in order to sustain and develop their small enterprises. It was also worth mentioning that some of our graduates did not find a workplace soon after their graduation, partly due to their poor knowledge of how to market themselves. PARTICIPANTSThe project addressed students from wide range of specialisations - cookery, hospitality, tourism, agriculture, catering and services, transports or sports, in their pre-terminal years, which meant at the age of 15-18. Out of the target group of 220 students from the four nationalities involved, Turkish, Spanish, Italian and Polish, 110 participated directly in the transnational LTTAs, as a result of a fair and transparent selection process. During each meeting, the host country took in 6 students from each of the partner countries and there these worked together with at least 20-25 of the local students in all the arranged activities/tasks. OBJECTIVESThe purpose of the project was to facilitate the insertion of students into the labour market or business world after graduation, through a learning by doing approach which meant to give them an idea about the requirements, limits and possibilities of the real business world.Objectives:- To gain knowledge of how to set up a business- To create an online CV, a cover letter, a business card and a portfolio- To use the online tools presented in the project meetings by professionals in order to access workplaces.- To develop entrepreneurial skills- To make use of some of the online tools for marketing purposes.- To improve their foreign language skills, both teachers and students.- To improve their organisational skills, both teachers and students.- To improve their knowledge of other European countries, customs and traditions(all participants).- To improve their communication, team work and social skills(all participants). MAIN ACTIVITIESWe planned 4 LTTAs and 1 Joint StaffTR – C1 in Nov 2018: This training meeting was educative in project running specific to our theme. Teachers in the project teams participated.ES – hosted C2 in MAR 2019. For C2, ES contacted local professionals, organised accommodation (host families for students) for participants, transport and other practical arrangements.PL - hosted, organised and evaluated C3 in MAY 2019. They created the project eTwinning account/Facebook page and promoted it so as to reach a wide audience.IT - hosted, organised and evaluated C4 in OCT 2019. They created the logo of the Project and created and managed the project website.TR – (virtual mobility due to Covid-19) organised and evaluated C5 in April 2021. Collected dissemination materials from all partner countries. RESULTS in relation to objectives:- More than 70 % of the students in the TG gained knowledge of how to set up a business. In C2 (ES) Students presented the business opportunities in their countries and attended lectures by proffesionals about business start-ups, financial and management basics, entrepreneurial skills and competences, advertising and markenting and online tools.- More than 75 % of the sts created an online CV, a cover letter, a business card and a portfolio, before the meeting for training (strategies for employment), and during the meeting in Poland (C3) in workshops for their discussion and evaluation. - More than 60% of sts used the online tools presented in the project meetings by professionals in order to access workplaces.- More than 40 % of sts developed entrepreneurial skills through different practical tasks, such as simulations of business start-ups and creation of business plans, which was held in Italy (C4).- All sts made use of some of the online tools for marketing purposes. All students who prepared (40 per country) and those who directly participated in C4 (6 per partner countries and 24 from the host country) focused in hotel industry to learn about online tools and marketing strategies to promote such businesses. Before C5 (virtual mobility), students from each country worked in teams to prepare digital brochures to promote tourist attractions in their areas making use of smart tools to design them. They all presented these brochures during the virtual mobility.- At least 80 % of participants improved their foreign language skills, especially their communicative skillls, fluency and confidence, which meant better results in English, more motivation to learn and participate in proposed activities and to keep in touch with people and cultures all around Europe.- At least 60 % of students and teachers in the partnership improved their organisational skills thanks to the preparation of topic- related tasks for the LTTAs and of these meetings organisation and arrangement (accommodation, transport, schedule, teamwork).- All participants improved their knowledge of other European countries, customs and traditions, which each partner presentations and the interaction among teachers, students and families.- All participants improved their communication, team work and social skillsWe attained the following tangible results: - 5 sets of management and implementation documents - 4 sets of documents related to LTTAs: minutes, certificates of attendance, Europass mobility documents, Europass CVs, students' work, photos, presentations of schools and systems of education, business plans (4), online tourist brochure (1), students' CVs, cover letters, portfolios, lecture materials, meeting minutes, meeting reports.- 1 set of documents related to JS- 1 collection of dissemination materials - articles, workshops, websites, FB page/eTwinning account, logo, links to articles and publications, photos, lists of participants.- 1 collection of evaluation documents at the end of the project.Intangible results refer to the acquisitions of students and teachers in professional, cultural, linguistic and social terms IMPACTOn participants: - developed transversal competences such as ICT capability, critical and creative thinking, personal and social capability, intercultural understanding- improved knowledge about other cultures in the European space and attitude towards otherness, thus becoming more aware of their social identity- developed know-how about setting up a business, identifying business opportunities, promoting a business online- improved the ability to create a professional set of employment documents - CV, cover letter, digital portfolio- developed linguistic competence- developed a sense of European identity.On participating organisations- schools acquired visibility and a positive image in their communities- the students and teaching staff became more cohesive.- improved communication between departments- schools gained experience in managing Erasmus+ projects and increased student and staff mobility.- new projects under the Erasmus+ programme will be developed in future years